Multiplication

Part 3 – How Many Times?

Learning Outcome

Recognises the symbol (x) for the multiplication operation and learns to replace repeated addition with multiplication facts.

Objective

Children will be able to understand the concept of multiplication as ‘how many times’ and learn to use the multiplication symbol (x).

Prerequisites

  • Children can understand equal grouping.
  • Children can perform repeated addition.

Pre-teach Vocabulary

Children should be familiar with the terms such as, repeated addition, multiply, times, product, total, sum, each, arrays, rows, and columns.

Introduction: Understanding ‘How Many Times‘

Materials required:

  • Counting objects (blocks, buttons, counters, etc.)
  • Number cards                                                                                                                               
  • Multiplication symbol cards
  • Picture cards showing multiplication scenarios
  • Dot paper or grid paper
  • Multiplication wheels
  • Chart with multiplication symbol and terminology

The teacher reviews the concept of repeated addition from the previous lesson. The teacher shows 4 groups with 3 objects in each and says, ‘We know we can write this as 3 + 3 + 3 + 3 = 12’.

The teacher says, ‘Today we will learn another way to write this using multiplication’. Instead of saying ‘4 groups of 3’, we can say ‘4 times 3’ and write it as ‘4 × 3 = 12’, showing the multiplication symbol (x) and explaining its meaning as ‘groups of’ or ‘times’.

Teaching Method: I Do – We Do – You Do

I Do (Teacher Modelling):

Today, we’re going to learn about multiplication. Multiplication is a faster way to add equal groups. Instead of writing repeated addition, we will use the multiplication symbol, which looks like this: ‘x’.

  1. Display 3 groups with 5 objects in each group.
  2. Say aloud, ‘I have 3 equal groups with 5 objects in each group.’
  3. We know we can write this as 5 + 5 + 5 = 15.
  4. Using the multiplication symbol, we can write this as 3 × 5 = 15.
  5. We read this as ‘3 times 5 equals 15’ or ‘3 groups of 5 equals 15.’
  6. Show another example with 5 groups of 2 objects.
  7. I have 5 groups of 2 objects in each group. I can write this as 5 x 2 = 10
  8. Articulate aloud:
    1. When I multiply, the first number tells me how many groups.
    2. The second number tells me how many are in each group.
    3. The answer, or the product, tells me the total number of objects.

We Do (Guided practice):

Let us practice multiplication together.

Activity 1: Moving from Repeated Addition to Multiplication

  • Show to children various examples of repeated addition.
  • Example: 4 + 4 + 4 = 12
  • Ask: How many 4s are we adding? Answer: 3.
  • So we can write this as 3 x 4 = 12.
  • With practice and several examples, children gradually learn to do more of the conversion work on their own.

Activity 2: Creating Multiplication Stories

  • Show a multiplication equation, such as 5 x 3 = 15.
  • Ask the children to create a story that matches this equation.
  • Example: There are 5 children. Each child has 3 balloons. How many balloons are there in total?
  • Draw or act out the story together.

You Do (Independent Practice):

Children work individually or in pairs with manipulatives.

Give them challenges such as:

  • Show 4 x 2 using objects and draw a picture.
  • Write the multiplication equation for 3 groups of 6.
  • Create your own multiplication story for 2 x 7.

The teacher walks around and asks guiding questions: ‘How many groups do you have? How many objects are there in each group? How would you write this using the multiplication symbol?’

Video: How Many Times? – Coming soon

ISL Video: How Many Times? – Coming soon

Flashcards: DIY Flashcards – Coming soon

Flashcards: Printable Flashcards – Coming soon

Activity 1: Draw and Multiply

Objective: Children will create simple drawings to represent multiplication facts, reinforcing the concept of equal groups.

Importance of the activity for children:

Helps in developing:

  1. Gross motor skills (Moving around)
  2. Fine motor skills (Drawing, hand-eye coordination)
  3. Cognitive skills (Visual representation, connecting concepts, and pattern recognition)
  4. Social skills (Appreciating others, patience)
  5. Language skills (Counting aloud)
  6. Emotional skills (Builds confidence in numeracy, promotes a sense of achievement that boosts self-esteem, and encourages pride in learning new skills)

Resources required:

  1. Paper (blank white paper works best)
  2. Coloured pencils or crayons
  3. Multiplication fact cards
  4. Simple drawing examples

Setting for the activity:
The activity can be done indoors.

Type of activity: Individual activity

Preparation of activity:

  1. Create sample drawings showing multiplication facts.
  2. Prepare multiplication fact cards (simple facts like 2 x 3 and 4 x 2).
  3. Prepare a list of suggested drawing ideas (flowers, animals, shapes).

Role of the teacher: Demonstrator, observer and facilitator.

Procedure:

  1. Introduction:
    Say: ‘Today we are going to be math artists! We will draw pictures to show multiplication facts.’
  2. Demonstration:
    • Show a multiplication fact: 3 x 4.
    • Draw 3 flowers with 4 petals each.
    • Count the petals: 4 + 4 + 4 = 12.
    • Write the equation: 3 x 4 = 12.
  3. Children’s Activity:
    • Children select for themselves or are assigned 2 or 3 multiplication facts.
    • For each fact, they create a drawing that represents it.
    • Suggestions:
      For 2 × 5: Draw 2 hands with 5 fingers each.
      For 3 × 2: Draw 3 birds with 2 wings each.
      For 4 × 3: Draw 4 triangles with 3 sides each.
    • Children label their drawings with the multiplication fact and answer.
  4. Share Time:
    • Children show their drawings to a partner or small group.
    • Partners identify the multiplication fact shown in each drawing.

Observations:
The teacher observes the children while engaged in the activity to find if the children can

  • Create drawings that accurately represent the multiplication fact.
  • Understand that each group needs to have the same number of items.
  • Identify the multiplication facts in others’ drawings.

Conclusion:
Children will connect visual representations to multiplication facts through creative drawing.

Video: Draw and Multiply – Coming soon

ISL Video: Draw and Multiply – Coming soon

Activity 2: Multiplication Flip Books

Objective: 
Children will create interactive flip books that demonstrate multiplication facts, helping them visualize and internalize the connection between equal groups, repeated addition, and multiplication.

Importance of the activity for children:

Helps in developing:

  1. Fine motor skills (Drawing, hand-eye coordination, cutting, stapling)
  2. Cognitive skills (Visual representation, connecting concepts, pattern recognition)
  3. Social skills (Appreciating others work)
  4. Language skills (Concepts development like equal group, repeated addition, multiplication facts)
  5. Emotional skills (Builds confidence in numeracy, promotes a sense of achievement that boosts self-esteem, and encourages pride in learning new skills)

Resources required:

  1. Construction paper cut into rectangles (3 different colours)
  2. Stapler or puncher and yarn
  3. Drawing materials (crayons, markers)
  4. Scissors
  5. Glue sticks
  6. Template sheets with sections labelled

Setting for the activity:
The activity can be done indoors with tables and materials arranged.

Type of activity: Individual activity

Preparation of activity:

  1. Cut construction paper into uniform rectangles (approximately 8″×4″).
  2. Create templates with sections labelled:
    • Equal Groups (drawing section)
    • Repeated Addition (equation section)
    • Multiplication (equation section)
  3. Pre-staple or prepare paper sets for younger children.

Role of the teacher: Demonstrator, observer and facilitator.

Procedure:

  1. Introduction:
    Say: ‘Today we’re making special multiplication flip books! These books will help us see how equal groups, repeated addition, and multiplication all show the same thing in different ways.’
  2. Demonstration:
    • The teacher shows a completed flip book of 3 × 4.
    • Demonstrates how flipping through pages shows different representations.
    • Explains how to organise the book: the top page shows equal groups, the middle page shows repeated addition, and the bottom page shows a multiplication equation.
  3. Book Creation:
    • Children select or are assigned a multiplication fact (e.g., 2 × 5).
    • On the top page (first colour), they draw the equal groups (2 groups with 5 objects in each).
    • On the middle page (second colour), they write the repeated addition (5 + 5 = 10).
    • On the bottom page (third colour), they write the multiplication equation (2 × 5 = 10).
    • Pages are aligned and stapled together at the top.

Observations:
The teacher observes the children while engaged in the activity to assess if the children can

  • Correctly represent the given number of equal groups.
  • Draw equal groups with the correct number of objects.
  • Match the repeated addition equation with the visual representation.
  • Write the multiplication equation correctly with the proper answer.
  • Align the pages properly when assembling the flip book.

Conclusion:
Children develop a proper understanding that multiplication can be represented as equal groups, repeated addition, and symbolic notation, all expressing the same mathematical relationship.

LTM: DIY Multiplication Flip book – Coming soon

Activity 3: Array Gardens

Objective: 
Children will create and analyse arrays using grid paper to develop a visual understanding of multiplication as rows and columns and to comprehend multiplication tables up to 10.

Importance of the activity for children:

Helps in developing:

  1. Gross motor skills (Moving around, pasting)
  2. Fine motor skills (Picking a card, hand-eye coordination, and colouring)
  3. Cognitive skills (Visual representation, connecting concepts, and pattern recognition)
  4. Social skills (Appreciating other’s work)
  5. Language skills (Concepts development like multiplication fact)
  6. Emotional skills (Builds confidence in numeracy, promotes a sense of achievement that boosts self-esteem, and encourages pride in learning new skills)

Resources required:

  1. Grid paper (1-inch squares)
  2. Crayons or coloured pencils
  3. Scissors
  4. Glue
  5. Chart paper for class display
  6. Multiplication problem cards (covering tables 1 to 10)
  7. Multiplication table chart for reference

Setting for the activity:
The activity can be done indoors.

  1. Children should be seated at desks or tables with art supplies.
  2. Sample arrays should be displayed on the whiteboard.
  3. Multiplication tables should be visible for reference.

Type of activity: Individual or Pair activity

Preparation of activity:

  1. Pre-cut grid paper into manageable sheets.
  2. Create sample ‘array gardens’ to show examples.
  3. Prepare multiplication problem cards covering facts from tables 1 to 10 (e.g., 3 × 4, 5 × 2, 7 × 3, 10 × 4).
  4. Display a large multiplication table chart.

Role of the teacher: Demonstrator, observer and facilitator.

Procedure:

  1. Introduction:
    Say: ‘Today we’re going to organise mathematical gardens! Each garden will have rows and columns of flowers, and they’ll help us understand multiplication tables up to 10.’
  2. Demonstration:
    • Show a 4 × 3 array garden: ‘This garden has 4 rows with 3 flowers in each row.’
    • Colour the squares to represent flowers.
    • Write the multiplication sentence: 4 × 3 = 12.
    • Show that the same garden can be seen as 3 columns with 4 flowers in each column: 3 × 4 = 12.
    • Point to these facts in the multiplication table chart.
  3. Children’s Activity:
    • Children select a multiplication problem card (with factors up to 10).
    • They create an array garden on their grid paper, colouring squares to represent flowers.
    • They label their garden with the multiplication sentence.
    • Optional: Children can add stems, leaves, and other decorative elements to their ‘gardens’.
    • For each array created, children should also locate and highlight the corresponding fact in a printed multiplication table.
  4. Extension:
    • Create a class ‘Array Garden Wall’ by gluing all the array gardens onto a large chart.
    • Organise the arrays by multiplication tables (all arrays for the 2 times table, 3 times table, etc.).
    • Use the wall for future reference when discussing multiplication properties.

Observations:
The teacher observes the children while engaged in the activity to assess if the children can

  1. Correctly represent the multiplication problem as an array.
  2. Identify both the number of rows and the number in each row.
  3. Understand that the same total can be represented in different arrays.
  4. Locate the multiplication fact in the multiplication table chart after creating their array.

Conclusion:
Children develop visual understanding of multiplication tables through the creation of colourful arrays.

Video: Array Gardens – Coming soon

ISL Video: Array Gardens – Coming soon

Assessment

The teacher can give the practice worksheet to children, which can be followed by an assessment worksheet.

Worksheet: Practice – Coming soon

Worksheet: Practice (Enlarged) – Coming soon

Worksheet: Assessment – Coming soon

Worksheet: Assessment (Enlarged) – Coming soon

Cross-Curricular Connection:

  • Art Class:
    Children create arrays using fingerprints or stamps to make patterns and write the corresponding multiplication facts.
  • Language Class:
    Children write stories that include multiplication situations (e.g., ‘Raju planted 4 rows of rose plants with 5 plants in each row. How many rose plants did he plant altogether?’)

Check list for teacher:

ActivityYesNoSometimes
Children can:
Understand multiplication as repeated addition
Write a multiplication sentence for equal groups
Understand rows and columns in arrays 
Complete the activity in the given time
Do the activity independently
Express verbally and through actions, expressions or gestures
Enjoy teamwork, appreciate others and is willing to learn from others

Home Activity: Multiplication in My Home

Find 5 examples of multiplication in your home. For each example:

  • Draw a picture.
  • Write how many groups you could identify and how many objects there are in each group.
  • Write the multiplication fact and the answer.
    Examples might include:
    • Eggs in an egg carton
    • Wheels on toy cars
    • Windows in your house
    • Buttons on family shirts

Adaptations for addressing learner variability: Adaptations and strategies – Coming soon

Teacher Resource Document – Coming soon

Source and Attribution of images:
All images used in the above Assets and Aids are originally created.
This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.